Addition Error Patterns among the Preschool Children

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  • Source:
    International Journal of Instruction, v12 n2 p115-132 Apr 2019. 18 pp.
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1211006
      International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
    • Peer Reviewed:
      Y
    • ISSN:
      1694-609X
    • Subject Terms:
    • Subject Terms:
    • Abstract:
      This study aimed to identify the different types of factual, conceptual and procedural errors among the six-years-old preschool children. The data were collected from 45 children from 3 kindergartens. The children responded to a Math worksheet which had 20 addition problems based on the early numeracy curriculum. The worksheet was validated by two experienced early childhood teachers. Both quantitative and qualitative methods were used to analyze the data. A total of 166 errors which occurred in the addition work of the participants were analyzed and categorized under 9 different types of addition errors. Further, the study revealed that 58% of the total errors were conceptual, 28% were factual and the remaining 14% were procedural errors in the addition operations. To gain deeper insights to the quantitative findings, seven children were identified and interviewed based on the nine errors. Findings from the interviews further corroborated the quantitative findings that, these children experienced misconception of mathematical knowledge, lack of procedural skills and memorizing facts which are inter related and precursors of each other. The findings of this study will facilitate teachers to adopt effective interventions and teaching methods to improve mathematical learning. The error analysis allows educators and content developers to understand the key development of young learners' knowledge and abilities in addition operations.
    • Abstract:
      As Provided
    • Number of References:
      -1
    • Physical Description:
      18
    • Education Level:
      Early Childhood Education; Preschool Education; Elementary Education; Kindergarten; Primary Education
    • Journal Code:
      MAY2019
    • Publication Date:
      2019
    • Accession Number:
      EJ1211006
  • Citations
    • ABNT:
      MUTHUKRISHNAN, P.; KEE, M. S.; SIDHU, G. K. Addition Error Patterns among the Preschool Children. International Journal of Instruction, [s. l.], v. 12, n. 2, p. 115–132, 2019. Disponível em: . Acesso em: 20 out. 2019.
    • AMA:
      Muthukrishnan P, Kee MS, Sidhu GK. Addition Error Patterns among the Preschool Children. International Journal of Instruction. 2019;12(2):115-132. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1211006&custid=s8280428. Accessed October 20, 2019.
    • APA:
      Muthukrishnan, P., Kee, M. S., & Sidhu, G. K. (2019). Addition Error Patterns among the Preschool Children. International Journal of Instruction, 12(2), 115–132. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1211006&custid=s8280428
    • Chicago/Turabian: Author-Date:
      Muthukrishnan, Priyadarshini, Mong Sze Kee, and Gurnam Kaur Sidhu. 2019. “Addition Error Patterns among the Preschool Children.” International Journal of Instruction 12 (2): 115–32. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1211006&custid=s8280428.
    • Harvard:
      Muthukrishnan, P., Kee, M. S. and Sidhu, G. K. (2019) ‘Addition Error Patterns among the Preschool Children’, International Journal of Instruction, 12(2), pp. 115–132. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1211006&custid=s8280428 (Accessed: 20 October 2019).
    • Harvard: Australian:
      Muthukrishnan, P, Kee, MS & Sidhu, GK 2019, ‘Addition Error Patterns among the Preschool Children’, International Journal of Instruction, vol. 12, no. 2, pp. 115–132, viewed 20 October 2019, .
    • MLA:
      Muthukrishnan, Priyadarshini, et al. “Addition Error Patterns among the Preschool Children.” International Journal of Instruction, vol. 12, no. 2, Apr. 2019, pp. 115–132. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1211006&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Muthukrishnan, Priyadarshini, Mong Sze Kee, and Gurnam Kaur Sidhu. “Addition Error Patterns among the Preschool Children.” International Journal of Instruction 12, no. 2 (April 1, 2019): 115–32. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1211006&custid=s8280428.
    • Vancouver/ICMJE:
      Muthukrishnan P, Kee MS, Sidhu GK. Addition Error Patterns among the Preschool Children. International Journal of Instruction [Internet]. 2019 Apr 1 [cited 2019 Oct 20];12(2):115–32. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1211006&custid=s8280428